RU2331930C1 - Method of professional training for students - Google Patents

Abstract

FIELD: education; medicine.

SUBSTANCE: practical skills are approached step-by-step in game form. At the same time the tactile memory in extent of first aid experience is built up for the initial stage; nurse and medical attendant's skills are developed due to mastering of every manipulation algorithm on basis of training simulators use. At the end of initial stage the instructor puts down marks. At the second stage skill of contact with patients and independent clinical thinking by force of situational tasks solution in conditions, as much as possible close to reality, are worked through, with use of trained patients - actors. At the same time the control of student's knowledge at this stage is fulfilled in real-time mode using objective system of knowledge digestion control, with help of video-audio recording and later personal discussion with teacher. Second stage is carried out under simultaneous control of patient - actor, expert, and instructor. They rate the student's knowledge at the stage completion. Summarised rating mark is put down on the basis of marks put down at all stages.

EFFECT: method permits to increase students professional training efficiency.

Description

The invention relates to methods for teaching students of medical schools.

Modern training in practical skills for performing diagnostic and treatment procedures is complicated by the fact that the object is a real patient. Repeated repetition by students of the same manipulations gives the patient pain and suffering, which is not humane in relation to a sick person.

A known method of teaching practical skills through the use of simulators, allowing to develop practical skills for perirenal novocaine blockade, the imposition of various types of surgical sutures [1].

There is a method of teaching the implementation of the most important nursing and medical manipulations based on simulators that increase the sensory perception of the research method and practice the accuracy of the technique of manipulation [2]. Simulators allow you to learn the manipulations of intravenous, intramuscular administration of medicines, closed heart massage, artificial respiration, replacement blood transfusion, spinal, pleural puncture, etc. The manipulations are mastered during self-training of students under the supervision of a teacher.

A disadvantage of the known methods is that they provide for the technical development of specific manipulations and are not systemic in nature, which allows for a single holistic approach to preparing students. At the same time, the assessment made by the teacher cannot be objective in nature, but is based only on external signs of the sequence of the procedure.

There is also a method of learning using educational games (role-playing games) and solving situational problems [3]. The disadvantage of this method is the limited presentation of fictitious situations and playing out possible variants of the course of a particular clinical case, low demonstrativeness, isolation from the conditions of modern reality, as well as group participation of students, not involving individual work and assessing the quality of work of the student.

The objective of the invention is to increase the effectiveness of vocational training of students while optimizing the control of assimilation of knowledge.

The task is achieved in that a method of professional training of students, including mastering the practical skills of performing medical diagnostic procedures and a knowledge control system, is carried out through the phased mastery of practical skills in a game form, while at the first stage a tactile memory is formed in the amount of first aid skills , nursing and paramedic skills by mastering the algorithm of action of each manipulation based on the use of training simulators and imitations, in the second e Ape develops the ability to communicate with patients and independent clinical thinking by solving situational problems in conditions as close as possible to real, using trained patient actors, while monitoring the knowledge of the student is carried out using an objective monitoring system for the assimilation process in real time using video sound recordings followed by individual communication with the teacher, during which the quality of student knowledge at all stages and the final rate are assessed Ngovi scores are based on assessments, the patient exhibited a student-actor, expert and teacher.

The invention consists in the following.

First aid skills (1st and 2nd year of training), the basic methods of patient care in the amount of practical skills of the average medical worker are practiced on simulators, dummies and mannequins, while computer programs are used to evaluate the student in solving organizational issues and a professional assessment set by the teacher . Using the training manual containing a descriptive part of all the manipulations necessary for first aid, the student independently and with the instructor instructor develops practical skills on training simulators.

The development of practical skills in the amount of nursing and paramedical skills (3 and 4 years of study) is carried out using a teaching aid with a description of the technique of all the necessary procedures on simulators and models in specially equipped rooms (simulation room for one, two patients, treatment room) in in a playful way by modeling problem situations. Trainees practice practical methods of providing surgical, traumatological, cardiological, toxicological emergency care, and solve tactical problems. In the educational process, they use a mobile complex of ambulance equipment, a portable set of equipment for resuscitation, simulators of an adult patient and a child, thematic simulators and imitations, a specially equipped gym, dressing unit, and intensive care unit. Skills in the scope of first aid, nursing and paramedic skills are practiced at the level of tactile memory by mastering the algorithm of action of each manipulation. The correctness of the procedures is evaluated by the computer control system, which the simulators are equipped with, and the teacher.

The ability to communicate with patients and independent clinical thinking is practiced at the second (final) stage of training (4 and 5 years of study) by solving situational problems in conditions as close as possible to real ones. As the objects of study are specially trained actors imitating certain diseases of the internal organs. This stage is divided into two sub-stages. At the first sub-stage, the emphasis is on developing communicative skills of communicating with the patient, history-taking skills and objective examination of the patient. In the second sub-step, the ability to conduct differential diagnostics is formed in the presence of a similar clinical picture with several diseases, drawing up a program for examination and treatment of the patient.

Classes are held in special rooms imitating single-chamber chambers, equipped with video and audio equipment for monitoring and monitoring the educational process. Audio and video information goes to the “operator room”, equipped with recording equipment and video monitors, which allow real-time monitoring of what is happening in the boxes. Thus, remaining “one on one” with the patient, the student is under the simultaneous control of the patient-actor, expert, who is a teammate or invited specialist, and the teacher. The expert evaluates the student according to the main parameters of the doctor’s clinical work: completeness and sequence of history taking, objective examination, deontological aspects of the student-patient relationship. The expert’s activity is also under the supervision of a teacher who monitors what is happening in the boxes and compares the results of his assessment with the expert’s assessment. Video recording allows you to make commission viewing and analysis of errors by both a student and an expert. Therefore, the expert is interested in an objective assessment of the student's work, as his work is also evaluated and points are scored, which are included in the overall rating rating of the expert. The student’s activities are also assessed by an actor who demonstrates the clinical picture of one of the diseases. After completing the stage of collecting the anamnesis and objective examination, the actor fills in the control sheets, in which he reflects his opinion about the quality of the student's work. After collecting the necessary information for a certain period of time and completing an objective examination of the patient, the student proceeds to the next stage of work. The student must confirm his conclusions regarding the diagnosis of the patient’s disease with the data of laboratory and instrumental examinations - independently select and request the data that, in his opinion, will confirm the diagnosis and his logical reasoning.

The final stage of work is the protection of the clinical case during individual communication with the teacher, during which the quality of the student’s work at all stages is assessed. The student substantiates the clinical diagnosis, the selected program of examination and treatment of the patient. The teacher, in turn, evaluates the student's work, using the conclusion of an expert and a patient-actor, video-sound recording of the entire process of communication between the student and the patient-actor. According to the results of the interview, the student receives a final rating score, reflecting his knowledge and skills.

The proposed method of training students allows you to activate the learning process, increase the level of practical skills in performing diagnostic procedures by obtaining professional skills at the preclinical stage, allows you to exercise objective control over the quality of students mastering practical skills on the basis of a specially developed system of criteria for evaluating student performance and a wide introduction of technical means.

The game form of training allows you to increase the student’s interest in the subject of study, accustoms to independence and the development of various forms and tactics of behavior in different situations, including non-standard, increases the level of psychological motivation for further learning and self-learning. A single program with a phased principle of implementing the educational process from simpler to complex (in the first courses, the properties of memory are used, and simulators are used as aids, while the older ones are thinking, and the subject allows patients-actors to practice practical examination skills) increase the effectiveness of training and make it the most effective and efficient, and the knowledge control system allows you to objectively evaluate the quality of student training.

The training manual for the implementation of this method is represented by a wide range of modern multifunctional simulators with a computer connection, diagnostic devices, dummies, phantoms of various parts of the body, audio-video recordings of a training-controlling nature, as well as real people providing their body for physical research. To help students are offered instructional manuals containing a descriptive part of the procedures, practical tips and recommendations, as well as questions for self-monitoring the correct development of educational material.

Information sources

1. Pyshkin S.A., Poh-Drobantsev V.V. Models for teaching students some practical skills. // Clinical surgery. 1989. No. 11. S.44-45.

2. Dorofeeva G.D., Taktashov S.I., Dorofeeva E.A., Zabirov V.Kh. The experience of creating and using classes of specialized medical simulators in pediatric training. // Pediatrics. 1990. No. 2. S.71-73.

3. Naumov LB Educational games in medicine. Tashkent: Medicine, 1986.

Claims (1)

A method of training students, including mastering the practical skills of performing medical diagnostic procedures and a knowledge control system, characterized in that mastering the practical skills is carried out in a game form in stages, while at the first stage a tactile memory is formed in the amount of first aid skills, nursing and feldsher skills by mastering the algorithm of action of each manipulation based on the use of training simulators and imitations, at the end of the first stage of the teacher evaluates, at the second stage, they develop the ability to communicate with patients and independent clinical thinking by solving situational problems in conditions as close as possible to real, using trained patient actors, and the knowledge of the student at this stage is controlled using an objective control system for the assimilation process in real time using video audio, followed by individual communication with the teacher, the second stage takes place under simultaneous warning light of the patient-actor, expert and teacher who, after completion of this phase, assess the quality of the student's knowledge, and based on the trailers for all stages of the assessments put the final rating score.